TECHNOLOGY. The seamless integration of technology resources into every space on all campuses is the goal through new construction and renovation

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1 VISION FLEXIBLE The design must allow for degrees of flexibility. This may mean more diverse types of spaces, such as small work areas adjacent to lecture rooms or groupings of educational programs into learning communities to allow interdisciplinary work. Along with appropriate room size, University designs must address special configuration and program adjacency issues. The design may build in different degrees of amenities such as technological capabilities; acoustic performance; visibility to the outdoors; depending on what functions are needed to accommodate different learning styles. SCALABLE When effectively and transparently integrated into a new or renovated project, appropriate educational technology can allow students to become self-directed learners and collaborative partners. Awareness of University research expands and faculty becomes mentors. The technology facilitates program flexibility to allow any space on campus to become a learning space. The scale by which instructors and students connect can be within the traditional four walls of a single classroom, or it can reach across campus, across the region, or across the world for the enrichment of learning. The seamless integration of technology resources into every space on all campuses is the goal through new construction and renovation ADAPTABLE Learning happens everywhere. The way students access information today is different from the way they were given information in the past. Providing technology rich spaces with varied types of furniture transforms a traditional classroom layout into one that moves easily into configurations in support of different educational approaches. The human interaction of both faculty and students is changing and adapting to technology and will only continue to shift to a more collaborative and seamless approach. Research has allowed educators and designers to better understand how people work and learn best. Learning style is the way in which each individual learner begins to concentrate on, process, absorb and retain new and difficult material; creating space that is adaptable for different learning styles is creating opportunities for more students to succeed. 80

2 VISION + ` VISION The University of La Verne will be nationally recognized for its enriching and relevant educational experience, which prepares students to achieve more than they ever imagined. This vision is directly connected to the environment in which students learn and the tools in which help facilitate their learning. The goals outlined in the 2020 Strategic Vision illustrate the importance of preparing for a digitally integrated learning environment. This facility and technology master plan outlines the importance of connecting the Strategic Vision to the Master Plan through learning space typologies. To achieve Academic Excellence, the learning environment and space design must support the future needs. In order to deliver courses, programs and services in the manner most appropriate for excellence in student learning and that is fiscally responsible, an investment in technology is key. SPACE PEDAGOGY Face-to-face delivery, hybrid delivery or 100% on-line delivery all have technology needs. The interaction between space, technology and pedagogy will create a connected, student-centered, and engaging environment. INNOVATIVE SOLUTIONS 2020 STRATEGIC VISION Driven by four strategic Initiatives and goals 1 Achieving educational excellence (curricular & co-curricular) 2 Strengthening the human and financial resources of the University 3 Heightening reputation, visibility, and prominence 4 Enhancing appropriate, quality campus facilities and technologies 81

3 VISION GOALS The University strives to build and sustain technological infrastructure, tools and service that support student learning, faculty research, and administrative efforts with meaningful innovations. 1 Robust and Scalable Technological Infrastructure Infrastructure should support the University s growth both wired and wirelessly. The Infrastructure should support an increase in access points, security, speed, storage and bandwidth. 2 Enable + Leverage Data Driven Decisions Technology shall allow for predictive analytics, business intelligence, for the University. The Infrastructure should leverage current data sets. Additionally, the University shall determine which other data elements they may need or want to report on. 3 Robust, Fault-Tolerant and Centralized Data Center 4 Ensure a Consistent Experience The Data Center shall be a secure and robust support system for the University with a co-location and / or cloud facility to augment continued operations. The technology shall provide a consistent experience for both students and faculty throughout the University, in various rooms and across all campuses. 5 Expand Mobile Technology for Students + Staff 6 Expand Hybrid and Online Teaching Provide a system that encourages and supports student and faculty devices; early alerts, class data from a mobile device, ability to gain information and / or analyze student activity. Expand hybrid and online teaching capabilities and offerings to capitalize on the learning benefits to better serve student needs and more effectively utilize space. 7 Improve Learning Management System literacy 8 Provide Technical + Non-Technical Training Expand the usage, sophistication and program offerings of the learning management system (currently Blackboard) to support a more robust student and faculty engagement. Increase the ability to provide technical and no-technical training of software and hardware systems for students, faculty and staff. 9 Technology Learning Center 10 Technology Integrated Learning Spaces Provide access to labs, equipment check out, support resources and one-on-one guidance for software and hardware usage. Design classroom spaces which model technology for students, faculty and staff. Include video conferencing, virtual and augmented reality capability and flexible space to hold lectures, classes, etc. 11 Remote Digital Access 12 Access to Computer Profiles Provide remote access to computer labs from anywhere, anytime. Provide access to faculty, staff and student s desktop computer profile from anywhere, anytime. 82

4 VISION TODAY S LEARNER Learning Spaces must reflect the needs for Today s Student and prepare students for the future careers as digital natives. The learner is a networked individual, including midcareer + adult learners. Students expect integrated + seamless access to technology and a globally connected community of consumers. Space must support face-to-face interaction but also allow for a hybrid of learning and teaching styles where students can learn anytime from anywhere. At the core of the Technology Vision is the user - and ultimately, the spaces must accommodate more than one type of learning and teaching styles to create a flexible, scalable and adaptable educational space. In line with the recommendations from the Academic Excellence Committee, to be consistent with the University s values and what is taught in the classrooms, the facilities must be sustainable, where we learn matters. Spaces shall be a balance between legacy and innovation with quality environments. The University of La Verne shall leverage technology to become more interactive and collaborative. The learning environments shall allow for students to connect their own devices to any display and be owners of the space. As the University incorporates more opportunities for Hybrid and Online courses, the use of distance learning spaces is increasingly relevant. The Technology should be simple, seamless and transparent to the learning space. 83

5 INFRASTRUCTURE CURRENT INFRASTRUCTURE CAMPUS BACKBONE Current campus technology infrastructure consists largely of a central data center that provides a variety of services to on-campus and remote buildings through both local area networks and wide area networks. These networks carry both voice and data services utilizing a combination of fiber optic network (oncampus) and leased telecommunications connectivity (remote campuses). The current data center server infrastructure is nearly fully virtualized which creates scalability, flexibility and adaptability. New services can be added quickly and easily. The facility that houses the data center is one of the original campus buildings. As such, there are severe limitations with regard to data center growth, data center redundancy, maintainability, and survivability. The current on-campus telecommunications pathways are generally adequate for current needs with the exception of connections across Arrow Highway which are of very limited capacity. The current campus does make use of Wi-Fi, but will need to plan for cabling and network upgrades to support higher bandwidth width wi-fi technologies. Current classroom technology ranges from use of whiteboards, over head projectors, and short throw overhead projectors coupled to instructor station computers. Existing classroom layouts have been modified to support use of limited technology, often in ways that are less than optimal. Effective collaboration enhancement is not currently achieved by these limited classroom technology installations. Scalability The campus has a good starting point with its adoption of Air-Blown Fiber Optic Cabling (ABF) which provides a scalable approach for both adding bandwidth and buildings. Use of Single-Mode Fiber optic cable provides higher bandwidth capability over longer distances. This should be the media of choice for intra campus design. Flexibility and Adaptability The existing Air-blown Fiber network will be expanded. ABF technology allows fiber strands to be removed and replaced without access to pullboxes or other intermediate points along a fiber run. Spare tubes will allow fiber to be upgraded without downtime. Intermediate Tube Distribution Units (TDUs) enable a direct point to point pathways to be configured between individual buildings. Reliability Telecommunications Cabling The system should be expanded to allow for loop or ring diversity as University operations become more dependent on the network at the main campus and the remote campus locations. Dual disparate pathways should be created from each building to the data center to increase service reliability. There are divergent views on campus regarding the role of technology in education & the classroom ranging from early adopters to those who prefer earlier teaching models that do not embrace technology. These divergent views are made wider by funding limitations, mis-steps in adopting particular technologies, ease-ofuse concerns and on-going maintenance and support constraints. 84

6 INFRASTRUCTURE DATA CENTER The current Campus Data Center is located within historic Founders Hall which is in a less-than ideal location for a variety of reasons, but is typical of an existing campus IT infrastructure that has evolved over time and that makes use of available space and systems. Structural concerns aside, the Data Center is located on the 2nd floor of the facility and is fairly exposed via large windows. Its location makes maintenance and access difficult given its primary entrance is within a working classroom. A seismic event that causes the local building official to prevent re-entry or occupancy has the potential to cause University IT operations to come to a stop. A severe windstorm or rainstorm could cause water and other physical damage given the Data Center s windows and IT equipment proximity to the exterior of the building. data center service outage coupled with a growing dependency on those services should cause the University to strongly consider construction of a new Data Center on or off campus. Less typical of data center that have evolved over the long period, the IT Server, SAN and Network topologies and strategies are fairly robust with a reliance on visualization and redundant communication links to outlying facilities and remote campuses. The current IT infrastructure and telecommunications cabling topology simplifies locating a new Data Center in a new Campus building The Data Center does have local, rack-mounted uninterpretable power systems (UPS) providing power conditioning and battery-back-up allowing graceful & orderly shutdown of servers within a 30 minute period. However, the Data Center lacks a back-up generator to support the UPS systems and HVAC for the Data Center during extended outages. During a localized power outage at the Founders Hall, the IT systems supported by the data center are unavailable locally in other campus buildings and at remote campus locations. This outage would include Internet access at the main campus. Mechanical Systems serving the Data Center appear to be partially redundant allowing concurrent maintenance of mechanical cooling systems components. Electrical Systems serving the Data Center appear to be nonredundant and do not allow concurrent maintenance of electrical systems components without a data center shutdown. The importance of having access to data center services all the time will become a necessity in the future. As distance learning and collaborative/hybrid teaching models evolve, reliance on the network and servers will become absolute. Suffering a data outage will become more impactful to the University s main educational mission. The current high risk of a 85

7 INFRASTRUCTURE MASTER PLAN RECOMMENDATIONS Campus Infrastructure With voice over Internet Protocol (VOIP) the need for multi-pair copper cabling has been greatly reduced. Future Campus Infrastructure will be designed around mostly fiber optic cable with only a small contingent of copper (50-pairs per building) for analog phone lines referred to as (POTS) or Plain Old Telephone Service. Certain building services such as elevator phone and fire alarm dialers require these copper pairs. To remain flexible the Fiber Optic cable Infrastructure should have the ability to change the number of strands and type of fiber cable as needed. This will be achieved with the use of air blown fiber (ABF), which is already deployed in a limited capacity on the main campus. The ABF is essentially a network of small tubes and tube distribution units (TDU) that can be plugged and unplugged to create a dedicated air and water tight path between any (2) points on Campus. Fiber strands are installed or extracted with the use of compressed inert gas. To achieve reliability the physical campus infrastructure should be configured such that any one building will have (2) physically redundant connections to the Campus Data Center. These physical connections will ideally take (2) disparate paths to the Data Center. Additional redundancy can be achieved by having an additional Data Center. Within new buildings a structured cabling approach should be considered. A 4-pair Category 6 cable provides transmission bandwidth up to 1000Mb/second and is suitable for most student or faculty workstation applications. A 4-pair Category 6A cable provides up to 10Gbit/second bandwidth and is suitable for extremely high capacity workstation applications and audio video transmission. WiFi throughout interior and exterior spaces will permit laptops, tablet devices, and smart phones to communicate at bandwidths up to 60 Mb/second. 86

8 DATA CENTER MAIN CAMPUS The importance of having access to data center services all the time will become a necessity in the future. As distance learning and collaborative/hybrid teaching models evolve, reliance on the network and servers will become absolute. Suffering a data outage will become more impactful to the University s main educational mission. A new Campus Data Center is recommended in order to support the increasing importance of connectivity and the data-centric world that already exists today. The future data center will be located in a new campus building, in a space purpose built for a data center with the ability to expand or contract based on modular building blocks (space, air-conditioning, and power). Data center cabinets will be standardized to a universal configuration. Accessible overhead pathways will allow easy patching between cabinets. Spare multistrand and multi-cable assemblies will accommodate quick reconfiguration in between cabinets to facilitate adding bandwidth or services in near real time. MAINTAINABILITY The new data center shall be concurrently maintainable where possible allowing maintenance of mechanical or electrical system without taking the data center off-line. The new Data Center should be purpose built to house critical telecommunications equipment. There will be a need for reliable environmental control to maintain strict operating temperature and humidity margins. Multiple Computer Room Air Conditioners (CRACs) will be used in an N +1 configuration such that design capacity is still maintained while any one component is turned off (or failed). An intelligent HVAC control panel will insure that all CRACs are run periodically on a rotation basis. Server cabinets should be arranged in a hot aisle / cold aisle alternating pattern per current best practices to maximized air flow efficiency. A hot aisle containment system will be installed around each hot aisle to prevent supply/return air mixing further increasing HVAC efficiency and to comply with 2013 California Energy Code (CEC). Additional CEC requirements will include an air side of water side economizer to utilize outside air for Data Center air conditioning when environmental conditions permit. Power system should be equally robust and redundant to support the telecommunications equipment as well as the HVAC equipment. The new data center should be supported by a diesel generator capable of providing power to IT equipment, HVAC systems, lighting, and support systems for the Data Center. An automatic transfer switch (ATS) will automatically start the generator and switch over from utility power during a power outage. The Data Center should be equipped with N+1 UPS system to provide ride-over power during transition from utility power to generator power. Modern servers and switching equipment are equipped with dual redundant power supplies with (2) or more cords and plugs. The Data Center power should be routed from redundant power sources within the Data Center. If dual (redundant) UPSs are not specified then redundant power should be sourced from a non-ups circuit to mitigate the impact of a UPS failure. The Data Center should not be located below drains or pipes containing liquid. A dry sprinkler system should be installed so that water is not expelled if a sprinkler head is accidentally knocked off. A dry agent fire suppression system should be considered as well as an emergency power off system (EPO) to allow IT equipment to be shut off prior to release of any fire suppression agent or potential sprinkler activation. The Data Center will not require a raised floor for power distribution or air circulation. An acoustical t-grid drop tile ceiling configuration with ducted supply will provide the most efficient method of air distribution. Power outlets should be located above the server cabinets mounted on telecommunications style ladder tray. In lieu of conventional power distribution an overhead busway system such as Starline, which allows easy snap in and out of various receptacle types, should be considered. 87

9 DATA CENTER RELIABILITY The existing data center will remain the single active data center until the future redundant data center is built and dual pathways have been established to each building. The future data center will be designed with N+1 reliability standard in mind. While not completely fault tolerant, elements of certain infrastructure systems should be made fault tolerant. Examples include use of on-site generation (fuel cell or diesel generator), two electrical systems feeding each data center cabinet. Dual disparate pathways should be created from the data center to both the University s service providers and the campus telecommunications infrastructure to increase service reliability. REMOTE CAMPUS Each remote campus, generally leased facility of up to 15 classrooms, should be equipped with redundant telecommunications service providers to ensure uninterrupted connectivity. Each remote campus network node/it room should be located in a dedicated space and equipped with a minimum of two telecommunications cabinets ( 1 for Audio Visual equipment, 1-for network equipment & voice/data cabling). The node/it room will service all classrooms, offices, and WiFi antennae in the building. The existing Data Center located in Founder s Hall could be de-commissioned or maintained as a fail-over Data Center until such time as an off-site redundant Data Center or Co Location Facility can be established. 88

10 ACADEMIC BUILDING COMPONENTS BACKGROUND DATA + PROCESS The development of the Academic Building Components was an integrated and comprehensive process which gathered information from multiple users, advisors and research to determine the educational space visions that are recommended to bring the University into the 21st century. The information in the following section synthesizes information from the following stakeholders: Academic Excellence Committee Master Plan Technology Sub-Committee Administrative Leadership Student, Faculty and Staff Surveys Student and Faculty Outreach Questionnaires Focus Group Visioning Sessions The Master Plan Technology Sub-Committee held several meetings examining current trends of and projections for the effective use of technology in Higher Education. Sources for these insights include the Educause Review, the Horizon Report, Gartner Report and Campus Technology. The Sub-Committee also produced a survey for faculty, staff and students, the data shown is from this survey which included 508 total responses, made up of: 60% Traditional Undergraduate Students 39% Graduate Students 74% Main Campus Students 26% Regional Campus Students 62% STUDENTS TAKE FACE-TO-FACE CLASSES 40% STUDENTS WOULD PREFER ADDITIONAL HYBRID CLASS EXPERIENCES 96% 90% 77% 40% OF STUDENTS HAVE A LAPTOP OF STUDENTS HAVE A SMART PHONE OF STUDENTS WANT ADDITIONAL TRAINING WOULD TAKE ADVANTAGE OF A TECH-CHECK OUT SERVICE 89

11 ACADEMIC BUILDING COMPONENTS LEARNING SPACE COMPONENTS Our physical environment affects how well we work and learn; the spaces at the University of La Verne will express the attitudes, beliefs, and values of the people who shape and inhabit them. There are several components that make up an integrated educational environment; the following sheets will go through imagery and furniture and technology characteristics of these components. Consideration should be given to integrating the following technology components with in the space: Display System Technologies such as projectors, projection screens, LED TV/displays for enhanced visual experience of media presentation of lessons, concepts and ideas. Interactive LED displays for small group presentation and annotation. Digital signage displays used for visual communication of campus news and events, messaging, local weather, interactive maps of campus and local area. Wireless Bring Your Own Device connectivity (BYOD) both wireless and hard wired. Videoconferencing systems utilized for face to face collaboration, instruction and distance learning. Sound Reinforcement Systems are a combination of microphones, signal processors, amplifiers, and loudspeakers that makes live or pre-recorded sounds louder and may also distribute those sounds to a larger or more distant audience. Assistive Listening Systems (ALS). Essentially they are amplifiers that bring sound directly into the ear. They separate the sounds, particularly speech, that a person wants to hear from background noise. Lecture capture means recording classroombased activities In a digital format that students can then watch over the web, On a computer or their mobile device. Lecture capture technology Records the presenters audio and video, as well as any visual aids Laptop, tablet, interactive displays, document camera, visualizer - synchronizes them, and web casts the stream live or archives for on-demand playback. 1 SEMINAR ROOM Current Count on Main Campus: 19 Recommended Student Count: Recommended Size: 500 SF 2 GENERAL CLASSROOM Current Count on Main Campus: 49 Recommended Student Count: Recommended Size: 900 SF Small class size connects with the University of La Verne, and is appropriate for select course sections. The furniture should address discussion or lecture format with movable tables, two points of projection and integrated technology. This is the predominant typology used at the University and most classrooms on campus are currently undersized for this number of students. The furniture should reconfigure for lecture and collaborative work, feature two points of projection and integrated technology. 90

12 ACADEMIC BUILDING COMPONENTS 3 LARGE LECTURE Current Count on Main Campus: 3 Recommended Student Count: Recommended Size: 2000 SF 4 CIRCULATION A variety of large lecture spaces should be provided on campus to provide both fixed and flexible seating, with a minimum of one at each regional campus. All should have capability for distance learning with multiple points of projection and interactive technology. Circulation is the connection and social scene of the University. Just like MIT s Infinite Corridor, an active circulation system can encourage creative interactions and chance meetings, since everyone must pass through them. They should be transparent, writable and personalized. 5 DIGITAL LAB Current Count on Main Campus: 11 Recommended Student Count: Recommended Size: 1600 SF 6 DISTANCE LEARNING LAB Current Count on Main Campus: 0 Recommended Student Count: SF Recommended Size: 1200 SF Less flexible, this is a specialized room type still required of every discipline. Used for instruction, this space is augmented by long-term consolidation of the library, cafe, and dedicated collaborative social space within each academic building. A percentage of seminar and general classrooms in each academic building will have more robust technology, specific acoustics, and adjacent break out space. 91

13 ACADEMIC BUILDING COMPONENTS 7 SCIENCE LAB SPACE Current Count on Main Campus: 9 Recommended Student Count: Recommended Size: 1200 SF 8 FLEX OR SPECIALTY LAB Recommended Student Count: Recommended Size: 1600 SF Dedicated to specific course work, the number and size of space will depend on the educational vision and the number of majors that require labs. A creative lab or maker space to accommodate future majors in a hands-on environment verses a pure digital lab. 9 HI TECH RESOURCE CENTER Recommended Student Count: 5-10 Recommended Size: 400 SF 10 LA VERNE LOUNGE Recommended Student Count: Recommended Size: 1200 SF Additional Space / (4) Team Rooms: 150 SF each Improved technological training for all University consittuents is needed, and the HI is where everyone goes for help. Located adjacent to the La Verne Lounge, or within a new library, this space enhances everyones relationship with technology. Dedicated social space, branded to the University, that promotes collaboration and group work. Monitors, WiFi, comfortable furniture - this space would be on each floor of an academic building, and in every regional campus. 92

14 ACADEMIC BUILDING COMPONENTS ACADEMIC BUILDING ADJACENCY DIAGRAM The components of the Academic Building address the brand of the University. Space is the body language of an organization and in this multi-disciplinary environment - the space connecting the classrooms, the labs and the resource centers are just as important as the learning spaces themselves. This diagram represents the adjacency between space to learn...to think...and to explore. As a scalable solution, the adjacency diagram should be considered a guide to planning the components of an Academic Building container. The section following this diagram will go into detail illustrating the characteristics of each program component. CONTROL CLASSROOM CLASSROOM DISTANCE LEARNING LAB SEMINAR LA VERNE LOUNGE CLASSROOM CLASSROOM CLASSROOM CLASSROOM SEMINAR DIGITAL LAB HI TECH RESOURCE CENTER CLASSROOM CLASSROOM FLEX LAB LARGE LECTURE 93

15 SPACE TYPOLOGY SEMINAR ROOM The smaller class size of a Seminar Room connects with the brand of the University. The Seminar space reinforces the type of relationship that is best for the student interaction. As this type of space supports face-to-face interaction, it also strengthens the individual ownership over one s education. The Seminar Room shall support an engaged and connected atmosphere. It is primarily important that this space support and facilitate discussion based instruction. Technology Recommendations Consistent base technology for learning spaces (see classrooms) Wireless Access to support BYOD Interactive LED Display, touch screen and remote control Sound Reinforcement System / Assistive Listening Systems Plug-and-Play Capabilities Consideration for Video Conferencing Capabilities (audio + video equipment) Conference Phone Room Wizard Scheduling System Conceptual Imagery Spatial Recommendations Program Square Footage 500 SF Student Occupancy Design Characteristics The layout should facilitate discussion. Therefore, acoustical integrity is important in this space. The environment should be flexible to facilitate multiple configurations. Transparency to adjacent circulation and natural daylighting should be included. The Seminar Room should accommodate teams as a flexspace for team activities or study groups when not in use as a scheduled class. Inclusion of writable wall surfaces is important for group work and discussion based activities. Furniture Recommendations Flexible furniture that allows for easy reconfiguration of the room. Conference style seating around a table, movable tables that can be reconfigured to smaller groups for breakout activities. Tables should be large enough to accommodate student laptops, books and notes. Seating should be comfortable and professional. 94

16 SPACE TYPOLOGY GENERAL CLASSROOM Classrooms must be designed to address academic effectiveness, maximize efficiencies, serve a strategic role in branding and a psychological role in creating a sense of belonging. The Classroom should support blended learning where students are collaborating in a Hybrid Pedagogy, the Classroom must support this type of active learning and teaching style. The classroom is seen as a standard unit that will help faculty anticipate what to expect in terms of technology. Technology Recommendations Ceiling or Wall mounted projector and screen. Presenter s lectern with annotation tablet/display Wireless Access to support BYOD Interactive LED Display, touch screen Sound Reinforcement System / Assistive Listening Systems Plug-and-Play Capabilities Consideration for Video Conferencing and/or Lecture Capture for a percentage of General Classroom spaces Conference Phone Room Wizard Scheduling System Smart Voting Tools Wall to Wall writable surfaces Conceptual Imagery Spatial Recommendations Program Square Footage 900 SF Student Occupancy Design Characteristics Agility and controllability are important for the General Classrooms. The space should have the opportunity to control natural light, indirect lighting, temperature and furniture layouts. Acoustically sensitive materials, such as carpet and ceiling systems create a sustainable environment. Furniture Recommendations Flexible furniture that allows for easy reconfiguration of the room Type A, Tables and Chairs to be organized by Groups or a U Shaped configuration. Type B: Individual Chairs and desks that can be configured as a lecture, group or in a loose discussion format. Tables should be large enough to accommodate student laptops, books and notes. Tables should support groups of up to 8 students. Seating should be on casters, comfortable and professional. 95

17 SPACE TYPOLOGY LARGE LECTURE The Large Lecture space is primarily important to facilitate a demonstration or lecture from an expert. The larger scale of this space can accommodate multiple functions, including assembly and special event needs. The consistent theme is that these spaces, although less flexible than the General Classrooms, shall enable student engagement by making all feel as though they are in the front row. Technology Recommendations Ceiling or Wall mounted projector(s) and large format screen(s). Presenter s lectern with annotation tablet/display Wireless Access to support BYOD Sound Reinforcement System / Assistive Listening Systems Consideration for Video Conferencing and/or Lecture Capture for Lecture Rooms Wireless Microphones Conference Phone Room Wizard Scheduling System Smart Voting Tools Spatial Recommendations Program Square Footage 2000 SF Student Occupancy Design Characteristics The space should be large enough to accommodate simple circulation to seating. Acoustics play a significant role in a larger volume space, creating a balance between daylighting and visual presentations is also important. Consider a flexible seating system that allows for lecture based activities or multipurpose use. Furniture Recommendations The furniture should allow for student-to-student eye contact and faculty to student visibility. Fixed seating with students facing forward Desks or Table surfaces that accommodate student tools; laptop, tablet, notebook, etc. Consider powered tables to support the BYOD environment Faculty demonstration lectern or station with easy access to power/data Conceptual Imagery 96

18 SPACE TYPOLOGY CIRCULATION Learning happens everywhere. The in-between spaces of the Academic Building should be as intentional as the space that creates them. This collision-rich space supports the culture of the University. The circulation space is also seen as a communication tool for the students, a place to share information, ideas and events. This creates a synergy in the building and allows for a variety of differentiated learning to occur through focus space, collaboration zones or shared informal breakout seating. Technology Recommendations LED Display to communicate University updates, news and/or deadlines LED Display to share student work and activities Wireless Access to support BYOD Touch-Down spots with powered furniture for easy on the go collaboration. Conceptual Imagery Design Characteristics Circulation space should have a significant amount of transparency into the learning environment. By putting the process on display, students become connected and engaged with each other, their campus and the University. The space should be a reflection of the discipline or interdisciplinary program, with branding opportunities to through the use of environmental graphics. Writable surfaces, teaming areas, touch down spots and pull out spaces are important factors when designing the circulation space. Potentially doubling as the lobby of a building, the circulation should allow for gathering and informal discussion. Furniture Recommendations Soft furnishings with durable surfaces that are student and food friendly Furniture may be powered for easy access to charging for student BYOD environments Movable Furniture that can be a breakout space for team activities from the classroom Consideration for other furniture needs such as a bike rack, student activity storage and built in seating may also be considered. 97

19 SPACE TYPOLOGY DIGITAL LAB (COMPUTER LAB) Transitioning from an environment that support lecture based instructional delivery through computers, the Digital Lab is a space that should be team-centric and an environment where these teams can create content. The Digital Lab shall become a resource space for classes to reserve or use off-schedule. As a technology rich environment, the space supports training that the majority of students want for media creation, photo editing, software understanding and collaboration. The space may double as a Professional Development Center as well. Technology Recommendations Ceiling or Wall mounted projector(s) and large format screen(s). Presenter s lectern with annotation tablet/display Wireless Access to support BYOD Plug-and-Play LED Display Centers to share individual screen with the group or entire class Laptops and charging cart for the classroom Sound Reinforcement System / Assistive Listening Systems Video Conferencing capabilities at teaming areas Conference Phone Room Wizard Scheduling System Spatial Recommendations Program Square Footage 1600 SF Student Occupancy Design Characteristics The Digital Lab should be a technology infused and engaging atmosphere. Similar design characteristics to the General Classroom space, with more emphasis on the Technology in the environment. This environment has no front of the room, as it is a collaborative, team-based learning space. Furniture Recommendations Media Center Stations Movable, Comfortable and Professional Seating Consider Lounge Seating for breakout from techtables Portable Instructor Demonstration or Lectern Station Configuration should allow for the students and computers to be accessible for the teachers to maneuver around the room Access to Scanners + Printers Conceptual Imagery 98

20 SPACE TYPOLOGY DISTANCE LEARNING LAB The Distance Learning Lab will support Face-to-Face, Hybrid and Online Learners - by creating an environment that will raise the engagement level to create a community of equals. The intent of this space is to make long-distance learning feel more like traditional in-person instruction. Over time, Telepresence will become a money saver, as well as an innovation and a convenience - as students will be able to connect to the classroom from any computer anywhere. Technology Recommendations Multiple cameras to send live 1080p video feeds covering the entire room to the opposite room Projection screen that lets a remote instructor appear life-size in the classroom Screens at the rear of the classroom showing seating in the opposite location LED Display panels on the side walls to show the presentation and/or learning content. Presenter s lectern with annotation tablet/display Wireless Access to support BYOD Sound Reinforcement System / Assistive Listening Systems Conference Phone Room Wizard Scheduling System Spatial Recommendations Program Square Footage 1200 SF Additional Program (Control Room) 200 SF Student Occupancy Design Characteristics As a technologically advanced space, the design should allow for access to ceiling space, consider a raised floor system for adaptability. The HVAC in, or above, the space must be moderated and the natural and indirect lighting shall be controllable. Telepresence requires at least (2) locations with a dedicated server hardware and software, bandwidth to support the HD throughout the space and equipment that can deliver high-quality audio and HD video. Future goals may be including Distance Learning in support of live-lab scenarios. Furniture Recommendations Distance Learning: See Digital Lab Video Conferencing: See Seminar Room Telepresence + Lecture Capture: See Large Lecture Conceptual Imagery TELEPRESENCE + LECTURE CAPTURE DISTANCE LEARNING VIDEO CONFERENCING 99

21 SPACE TYPOLOGY SCIENCE LAB The Science Labs should have state of the art lab equipment and technology to ensure the experiments and projects can be completed with ease. The space must be a safe and stimulating working environment. The Lab should support a hands on instructional pedagogy with an opportunity for one-on-one support or mentorship from peer-to-peer or from student-to-faculty. Technology Recommendations Ceiling or Wall mounted projector and screen. Presenter s lectern with annotation tablet/display Wireless Access to support BYOD Interactive LED Display, touch screen Sound Reinforcement System / Assistive Listening Systems Plug-and-Play Capabilities Conference Phone Room Wizard Scheduling System Overhead Utilities Access to specialized equipment: hoods, utilities, sinks, safety storage, etc. Conceptual Imagery Spatial Recommendations Program Square Footage 1200 SF Student Occupancy Design Characteristics The Science Labs should be flexible environments that move beyond traditional lab stations to a more adaptable atmosphere. The room must be well ventilated with durable materials to coordinate with the lab activities that will occur within these spaces. Discussion regarding equipment storage should occur to determine smaller dedicated or larger shared preparation and storage rooms. Furniture Recommendations Fixed stations are a possibility for certain specialized labs, for most - consider movable tables that can be locked into position. Movable Demonstration Table Consider lecture and discussion environment and how that can be accommodated within the same classroom. With overhead utilities, the table space is clear and can double as a lecture table Stools that are ergonomically designed to accommodate student comfort. 100

22 SPACE TYPOLOGY FLEX LAB A creative lab or maker space to accommodate future majors in a hands-on environment verses a pure digital lab. The flex lab supports the concept of theory to practice in an exploratory environment that accommodates differentiated instructional opportunities. As a space that will support interdisciplinary activities, the Flex Lab is a maker space for incorporating design thinking and the following steps of the process: Research/Deep Dive, Focus, Generate Ideas, Make Informed Decisions, Prototyping Cycle, Collaboration and Creation. Technology Recommendations Ceiling or Wall mounted projector and screen. Presenter s lectern with annotation tablet/display Wireless Access to support BYOD Interactive LED Display, touch screen Sound Reinforcement System / Assistive Listening Systems Plug-and-Play Capabilities Conference Phone Room Wizard Scheduling System Overhead Utilities Access to specialized equipment: tools, utilities, sinks, safety storage, etc. Spatial Recommendations Program Square Footage 1600 SF Student Occupancy Design Characteristics The Flex Lab should be a student-centered environment with stations that encourage an interactive and engaging learning style. Space should be composed of furniture and technology that allow for on-demand reconfiguration. A messy-space, the environment should connect to the outdoors and be a teaching moment showing systems and infrastructure on display. Furniture Recommendations Movable Tables with durable surfaces Seating that is reconfigurable and stackable A variety of furniture from desk height to standing height Movable Whiteboards and/or Display systems Movable storage units that can be moved around the lab to accommodate different project based learning activities Conceptual Imagery 101

23 SPACE TYPOLOGY HI TECH RESOURCE CENTER Moving forward, the University will evaluate the practical use of faculty offices on campus. The idea of designing a faculty office area where faculty can reserve a space when they need to will be looked into as a long-term strategy. Space for adjunct faculty, on and off campus, need resource space to meet with students. Creating a culture of mentorship and collaboration, as the University shifts towards hybrid and on-line instructional models, the faculty role will also change. One-on-one meetings and resource space for technology access will occur in the welcoming HI Tech Resource Center. Technology Recommendations Hoteling Stations Shared Media Table Access for teaming Copy, Plotting and Supply needs Conference Phones Plug-and-play capabilities Storage for Laptop Charging Carts Genius Bar for tech support Spatial Recommendations Program Square Footage 400 SF Student Occupancy 5-10 Design Characteristics Space should be comfortable, welcoming and transparent to surrounding spaces. The center will support technology needs and should be accessible to students and primarily, faculty. Furniture Recommendations Variety of furniture to support individual and small group touch-down activities Soft seating for informal meetings Island Counter for prep work and space to spread out materials Storage needs for faculty Conceptual Imagery 102